1. In the Northern Ireland Primary Curriculum
The Make It Real Game
In the Northern Ireland Primary Curriculum
M Mulligan (Assistant Principal Officer – Primary Team)

2. How can the Make It Real Game support some of the key areas of the Northern Ireland Curriculum?

3. Curriculum objectives
Creating
a vehicle to access
Curriculum objectives
Whole Curriculum Objectives
Developing young people as:
Individuals
Including, Personal and Mutual Understanding and Moral Character
Contributors to society
Including, Citizenship, Cultural Understanding, Media Awareness and Ethical Awareness
Contributors to the economy and environment
Including, Employability, Economic Awareness and Environmental Responsibility
It is about better equipping young people to adapting to and taking advantage of change in 21 Century

4. Thinking Skills and Personal Capabilities
Developing
Thinking Skills &
Personal Capabilities
Managing Information
Thinking, Problem Solving and Decision Making
Being Creative
Working with Others
Self-Management

5. Personal Capabilities
Managing Information
What might Managing Information
look like?
Develop methods for collating and
Recording information and
monitoring progress on a task
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 9 Making a Living
Researching information about their client countries
Suggesting the kind of information they will need
Using the research plans and guidelines
Developing
Thinking Skills &
Personal Capabilities

6. Personal Capabilities
Thinking, Problem Solving
and Decision Making
What might TPSDM look like?
Group, classify and reclassify
Explain and justify opinions and conclusions
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 4 Making Lifestyle Choices
Making choices between what they want and what they can afford
Deciding for themselves how to spend leisure time
Developing
Thinking Skills &
Personal Capabilities

7. Personal Capabilities
Being Creative
What might Being Creative look like?
Generate as many ideas and options as
possible, building and combining ideas
Make ideas real by experimenting with
different outcomes
How can the Make It Real Game
provide opportunities for this?
Examples:
Unit 1- Making a Start: Naming the town
Unit 13- Making It Real: Presenting their advertising campaign
Developing
Thinking Skills &
Personal Capabilities

8. Personal Capabilities
Working With Others
What might Working with Others
look like?
Taking responsibility for tasks and roles
within a group
Working to reach agreements
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 9- Making a Living: company groups divide the areas of research equally among members, with each member being responsible for two or three areas of research
Unit 5- Making a Community: work together to reach agreement on ideas/solutions for the issues discussed in the Good Citizen cards
Developing
Thinking Skills &
Personal Capabilities

9. Personal Capabilities
Self Management
What might Self Management look like?
Persevere with tasks until an appropriate endpoint.
How can the Make It Real Game
provide opportunities for this?
Example:
Unit 13- Making It Real: Presenting their advertising campaign
The High Five Poster - Focus on the Journey – “It’s good to have a goal but we need to take one step at a time”
Developing
Thinking Skills &
Personal Capabilities

10. Aspects of the Make It Real Game can develop:
Fostering Personal
Development
Aspects of the Make It Real
Game can develop:
A sense of self-esteem
amongst children
Insights into their own attitudes
and moral values
Insights into society and the environment, our interdependence and the need for mutual understanding and respect
Their ability to use these insights to contribute to relationships, family life, the local and global community and the environment
An awareness of the immense value of personal and interpersonal skills in future life and employment contexts

11. The Make It Real Game is not additional nor is it a bolt on
The Make It Real Game provides
an approach to creating a new
learning culture in the classroom
Children are learning in a real and relevant context and with a purpose
Providing
context based
Learning

12. The World Around Us Strand 2 Movement Strand 3 Our World
Research how places fit within the
wider world and are interdependent
through the supply of goods and services.
Strand 3 Our World
Explore how to best care
for a changing environment
Connecting the
Learning Areas

13. Personal Development Strand 2: Mutual Understanding
Connecting the
Learning Areas
Personal Development
Strand 2: Mutual Understanding
in the Local and Global Community
Relationships in school
Relationships in the community
Relationships with the wider world

14. Additional opportunities can be developed in the other Learning Areas:
The Arts:
by observing, recording and representing their
work through the skills used in Art & Design and Music
Language & Literacy:
by encouraging imagination and creativity through
expressing opinions and ideas about people and places
in the world around them
Mathematics & Numeracy:
by exploring different ways of solving problems by
collecting, formulating and interpreting numerical data
Connecting the
Learning Areas

15. Information and Communication Technology skills
Using ICT to develop skills in
researching, handling and
communicating information
Translating their thinking into creative
productions which show an awareness of
audience and purpose
Connecting the
Learning Areas